Abstract [en]

Bullying is relatively new concepts that Dan Olweus founded in 1969 and the young research that already exists has awakened an interest to study the subject. Most available research about bullying is based on how children and adults are experiencing it. Very few deals with how teachers and substitutes both work and experience this phenomenon. Central to the study was to immerse in employee management and also the approach to bullying. The method used for this qualitative study was based on interviews with five teachers and four substitutes where teachers had a varying age from 25 up to 50. Additionally, their experiences in the profession ranged from 1.5 years to 18 years. For the substitutes the age difference was more even and all of them were between 20-23 years. The experience varied no more than a year between them. The study included a total of three men and six women. It followed the IPA method where both the participants' voices and the theoretical points come forward. The results are presented in three different variations in descriptions called (A) The role of teacher and substitute, (B) Standards and how to behave and (C) The importance of experience in the work against bullying. The study shows a strong connection between experience and self-esteem in which the more experience an employee has, the more confident they were in dealing with bullying. Discoveries were also made in variations among teachers and substitutes’ in their working methods. Teachers usually had a more professional approach to the children and the substitutes had a more friendly and close relationship with the children. Both variations in methodology and the pedagogical approach aisles have been informative for the study by answering more than asked. The whole study can be summarized by saying that it has shed a new light to the world of research in a way that teachers and substitute’s variations have been informed.